From a new Harvard University study:

We show that input measures associated with a traditional resource-based model of education – class size, per pupil expenditure, the fraction of teachers with no teaching certification, and the fraction of teachers with an advanced degree – are not positively correlated with school effectiveness.

If those don’t correlate to increased effectiveness, what does?

In stark contrast, an index of five policies suggested by forty years of qualitative research – frequent teacher feedback, data driven instruction, high-dosage tutoring, increased instructional time, and a relentless focus on academic achievement – explains almost half of the variation in school effectiveness. Moreover, we show that these variables continue to be statistically important after accounting for alternative models of schooling, and a host of other explanatory variables, and are predictive in a different sample of schools.

Those of us in the business, who teach at effective schools, could have told you that.

Read more about this and the study at: